S119 Interrupt & Redirect
Prompt with a question (self-correction)
Aim (what it achieves)
Encourage pupils to correct themselves without a battle.
When to use
Early low-level behaviour when you want to avoid confrontation.
How to use (steps)
Ask a short, factual question that points to the expectation, then give take-up time.
Teacher language (examples)
“What should you be doing right now?”
Top tips (makes it work)
Use a neutral tone; don’t turn it into a debate; follow with direction if needed.
Common pitfalls
Sounding sarcastic; asking multiple questions; letting it become a conversation.
SEND/PP considerations
Helpful for pupils who need to feel agency; keep it calm and brief.
Tags
Sources
Used in
Behaviour Matrix
- Interrupt & Redirect Off-task / fiddling / low-level distraction
Related strategies
S101 Interrupt & Redirect
Proximity and presence
Stop low-level disruption without breaking teaching flow.
S102 Interrupt & Redirect
Non-verbal signals (silent reminders)
Correct behaviour privately and quickly.
S104 Interrupt & Redirect
Least invasive intervention ladder
Match the smallest effective response to the behaviour.
S106 Interrupt & Redirect
Take-up time (instruction, then step away)
Increase compliance by removing the ‘audience’ and pressure.
S107 Interrupt & Redirect
Positive framing (correct while staying on their side)
Hold the boundary while preserving relationship and motivation.
S109 Interrupt & Redirect
Tactical ignoring + spotlight compliance
Starve minor attention-seeking while reinforcing the norm.